11 International Schools that are Close to Nature (Part 2)

Many of us international school educators would ideally like to teach abroad and also have close access to nature.

Escaping into a forest or a big green park can often reset our minds and bring our stress levels down to manageable levels.

Some international schools are already directly in nature (see part 1 of this series here). Maybe they are in a forest or right next to a water source, or maybe they are just in a city center that has a number of very green parks.

But not all international schools are in cities that have easy and quick access to nature.

Some cities do have a few trees lining the streets and also a few small parks scattered around, but often the number of buildings outnumbers these two things. And if you look closely, there can even be a layer of dust/dirt on the leaves making the green look more like a brownish color!

Even if there is not a lot of nature in the city center itself, it is still important to note that it can be worth it if you can find some nature close by via public transport or car.

Having access to a number of day trip options that go into nature can really be a selling point to working in a certain city and country.

Nature is important to many of us international educators, so it is necessary to ask around and do your research before making a decision to relocate.

Luckily, ISC was designed to help international school teachers find the information they are looking for. Using the Comment Search feature (premium membership needed), we found 265 comments that had the keyword “Nature” in them. Here are 11 of them:

Philippines

“Usually there’s a calendar that exists for everyone (including new teachers) to do at the start of school during inset (called PAC – planning and collaboration) week. This will be a mix of things in school (sports, arts etc.) to eating out in restaurants at different times of the day in different venues (breakfast, afternoon tea, dinner etc.) and trips further afield to golf courses, nature reserves and other places depending on which staff volunteer to run them.” – The British School Manila (42 total comments)

Singapore

“The incredible WOW (Work on Wellness) team is constantly arranging outings, workshops, sessions, and activities to bring the community together and provide enriching experiences for staff (and often their family members too!) From Film Festivals to Art workshops to nature tours, meditation retreats, and nature excursions, there’s always something on offer. Most are free, some have a small charge.” – Singapore American School (362 total comments)

Zambia

“Lusaka is also surrounded by nature. There are a number of national parks and reserves nearby, where you can go on safari, hike, or camp.” – International Community School Lusaka (21 total comments)

Slovakia

“I like Bratislava because there are some hills and mountains nearby. Slovakia has some really nice nature and mountains not too far away from the city center. The city center does have some ok sized parks, but they don’t look the best (especially in the winter). On a recent sunny day, there were a lot of people hanging out next to the Danube which looks really cozy and relaxing that day. People were also jogging along the side of it…not really on a path, but more of a dirt path.” – The British International School Bratislava (9 total comments)

Colombia

“The community provides access to two outdoor pools (one family pool and one Olympic-sized pool), a gym, basketball courts, soccer fields, tennis courts, and a baseball field. There is also a small nature reserve across from the residential area where you can take walks. There really isn’t a whole lot to do here, but staying active is easy if that is important to you.” – Colegio Albania (75 total comments)

France

“Bucharest remains rather traditional in terms of LGBTQ community, although there are a few places to go. Straight nightlife is fairly abundant. There are also some great nature opportunities not far out of the city.” – International School of Bucharest (76 total comments)

Germany

“We just spend a nice, sunny fall day walking around The English Garden. It is so big and lots of nature to enjoy. The trees had such beautifully colored leaves, and it didn’t even seem too crowded on the day we went.” – Munich International School (5 total comments)

Austria

“Vienna is very well positioned in the center of Europe so cities like Bratislava, Munich, Belgrade, Ljubljana are in close proximity. Also, Austria offers a wide range of sightseeing opportunities, from lakes, amazing nature, and mountains.” – Vienna International School (119 total comments)

Japan

“Quiet, family-friendly, and has a lot of green space to enjoy nature.” – Okinawa International School (85 total comments)

Estonia

“The nature here is great. There are big parks here with huge trees. Right now it is spring and the parks and the trees around the city look super beautiful.” – International School of Tallinn (48 total comments)

China

“There’s lots of space to walk, ride bikes and have fun at a children’s playground. The beach is also near, and wonderful green nature with palm trees and wildlife.” – Harrow Haikou (39 total comments)

How is the nature around your international school? Share your comments here.

From Senior Leadership to Homeroom Teacher: Embracing the Journey

Almost a year ago, I found myself heading back to the school where my international teaching career began in Cambodia. When I left this school in June 2018, I was leaving a senior leadership post for an ed-tech role at a large IB school in China. At the school in Shanghai, I worked with over 190 adults, and the culture was truly international. My job was a dream, and I collaborated with an amazing team to grow the department to the success it is today. However, the lockdown in March 2022 changed the course I had plotted for myself, and it was at this time that I put my family and my well-being first and decided to leave.

Fast forward to July 2022, and I found myself back in an entry-level position as a homeroom teacher, with a responsibility for ed tech. This was a hard pill for my ego to swallow. However, I was back at the school that I loved, working with established educators in a culture that embraced collaboration at a different level. In the beginning, I thought that I would have a bunch more time, but I underestimated how much work a homeroom teacher does. You see, I had been out of the classroom for 7 years. Although I still taught, it was middle and high school, and then for only 4 hours per week at the most! Now, I was teaching all day, every day with grade 5 students. It was overwhelming, but also hugely rewarding. The relationships I built with those amazing kids were awesome, and I was reminded every single day why I got into teaching back in 2004. I found myself working late nights and weekends again so that I could help my students realize their potential. Having said that, and although time was even more precious now than before, I still needed to push ahead with some side projects outside of my schoolwork.

The first thing I did was to restart the master’s program I paused during the lockdown. Aside from scheduling myself time each day for reading, this was fairly straightforward as deadlines (which I need to stay motivated) are set by the university. My next challenge was to remain connected with the tech circles which I had worked hard to become part of back in China, through the ubiquitous WeChat groups that exist there. I tried to break into the tech circles in Phnom Penh but found that it was too difficult and gave more easily like I would like to admit. I did continue hosting PudPD, as I had done in Shanghai for the previous 4 years, meeting some awesome international educators from across the city. Now, I needed to pursue something tech related, that would keep me on top of current trends, and enter ISTE.

Back in August 2022, I had the chance to apply to become an ISTE evaluator. I thought this was in line with increasing tech presence, so I applied and got accepted for the training phase. Over the next few months, I and a group of other hopeful evaluators met with the fabulous ISTE team to learn how to evaluate portfolios. I learned a lot about grading as well as getting to see the amazing work that educators across the world are doing to empower their students. After 3 months of 430am meetings, and practice grading portfolios, I was accepted as an ISTE evaluator. As such, I could now apply to become an ISTE trainer, which I jumped at!

This process was much more difficult, as we had to train with existing trainers online. I found it quite daunting as well, as I was delivering content that I had not created. It required a lot of visualizing the ISTE criteria and anticipating what questions might come my way. I was also training adults that I had never met, which outside of speaking at conferences, was a new experience for me. I found it difficult to build rapport online, but such is the reality of online work. All of the training I was doing really built up my appreciation for andragogy and a newfound appreciation of the complexities of adult learning.

I always find vacation time a chance to find space to reflect on what I am doing and where I am going, and spring vacation was no exception. During this break, I decided that whilst I was loving teaching with my fifth graders, I needed to work towards getting back to a similar role to the one that I had left in China. In that role, aside from being responsible for technology integration and coordination, I was also involved in the school’s gentle push toward coaching. So, I enrolled in a coaching course, run by the Instructional Coaching Group, which has been a real eye-opener for me and has served to remind me of where I hope the next chapter of my education life will be.

This article was submitted anonymously by an ISC member.

International School Counsellors: An Insider’s Story

The road to becoming an international school counsellor typically involves obtaining relevant qualifications, gaining experience in counselling, obtaining relevant certifications, gaining international experience, networking and seeking mentorship, staying updated with best practices, researching and applying for international positions, being well-versed in safeguarding and child protection, and considering a Postgraduate Certificate in Education International (PGCEi).

To begin, obtaining a master’s degree in counselling or a related field is typically a requirement for becoming an international school counsellor. It is important to choose a program that offers coursework and training specifically tailored to working with students in an educational setting. Additionally, gaining practical experience in counselling, particularly with school-aged children or adolescents, through internships, volunteer work, or part-time positions can be highly valuable.

Checking the certifications or licenses required to work as an international school counsellor in your desired country or region is an important step. Research certification requirements, review educational prerequisites, consider additional requirements, seek guidance from professional organizations, and explore reciprocity agreements if applicable.

Gaining international experience is beneficial for aspiring international school counsellors. This can be achieved through volunteering or interning abroad, working in international schools, attending international conferences or workshops, collaborating with international organizations, or participating in study abroad programs.

Networking and seeking mentorship are valuable steps to take when pursuing a career in international school counselling. Attend conferences, join professional organizations, utilize online platforms, seek out mentorship opportunities, and conduct informational interviews to connect with professionals in the field.

Staying updated with best practices is essential for professional growth. Attend workshops and conferences, engage in professional development programs, read professional literature, join online communities, pursue advanced degrees or certifications, and seek supervision and consultation.

Researching and applying for international positions is crucial. Research international schools and organizations, check job requirements and qualifications, connect with recruitment agencies, network with professionals in the field, prepare application materials, and prepare for interviews.

Being well-versed in safeguarding and child protection is crucial for anyone working in a school counselling role. Stay updated with policies and regulations, attend training and professional development, establish clear boundaries, develop communication skills, collaborate with colleagues and support staff, document and report incidents, and engage in regular supervision.

Having a Postgraduate Certificate in Education International (PGCEi) can be an added advantage for someone pursuing a career in international school counselling. The program provides knowledge of international education systems, pedagogical approaches, and relevant skills for working in diverse cultural and educational contexts.

By following these steps, individuals can work towards becoming successful international school counsellors and make a positive impact on the lives of students in international educational settings.

This article was submitted by guest author and ISC member, Stephanie Jasvinder Kaur. Stephanie is a Counselling Psychologist with a passion for promoting mental health and well-being. With a background in psychology and extensive education, including a BSc in Psychology, a Master’s in Counselling, Ph.D. in Psychology, and PGCEi, Stephanie has gained a wealth of knowledge and expertise in her field.

Throughout her career, Stephanie has worked in private practice and international schools across Malaysia, Brunei, and Singapore. She has been recognized as a Mental Health First Aider and a Safeguarding Trainer, showcasing her commitment to creating safe and supportive environments. Stephanie is also trained in Cognitive Behavioural Therapy (CBT), Crisis Intervention Stress Management (CISM-I and CISM-II), DICES Risk Assessment, and Tuning Into Kids.

Stephanie’s contributions and impact extend beyond her work experience. Her Ph.D. research focused on Anxiety in Adolescents, examining coping strategies and the effectiveness of CBT. Through her research, Stephanie aims to enhance understanding and provide practical solutions to address anxiety-related issues among young people.

When she’s not working, Stephanie enjoys traveling with her family and indulging in reading. She is an active member of the International School Counsellors Association, where she collaborates with professionals in her field to promote the well-being of students.

For more information or to connect with Stephanie, you can visit her LinkedIn profile here – https://www.linkedin.com/in/stephanie-kaur-green-phd-5a360831/

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